This book supply chain analysis, compiled by a team of Global Book Alliance in Action researchers, identifies strengths and weaknesses in each link of the book supply chain, and provides recommendations to ensure that all learners can access sufficient, appropriate, high-quality reading materials in order to improve reading outcomes in Jordan. The excerpt below offers a snapshot of some of the identified issues and proposed solutions from the analysis. Read the full report, linked below, for more information. English and Arabic-language versions are available.
Jordan has an active and vibrant children’s book publishing sector, enhanced by the many international organizations that are working in education and health to create children’s reading materials. Reports indicate that certain types of books are widely available in Jordanian schools: 99.3% of Jordanian students have textbooks, and 67.6% of classrooms have additional reading materials.
Although the quantity of books in many classrooms meets international norms, the mix of book types, including decodable and leveled readers for the youngest grades, is often inadequate for teaching beginning students to read. This, combined with some 30% to 35% of classrooms functioning only with textbooks, creates inequities that improvements to book supply chains can address.
The book issue is part of a larger set of challenges that limit literacy. Until recently, teachers have not been trained in early-grade reading techniques that use explicit phonics instruction. Because of this
historical lack of an explicit phonics approach, leveled and decodable readers are still an unfamiliar concept in Jordan, and ERMs are not included in the MoE’s textbook procurement system. Because the
MoE doesn't procure these kinds of books, they aren't produced en masse, and because they're not produced en masse, they're not procured, which leads to a vicious cycle and a broken chain of supply
and demand.
High-Level Recommendations
With the support of the GBA, the Government of Jordan (GoJ) should consider a procurement law that would unify the procurement regulations (currently different for each ministry). This would provide Jordanian publishers and printers with more clarity for planning their activities over one or several years.
With the support of GBA partners, the GoJ should strongly consider developing a National Book and Textbook Policy to clearly guide the actors involved in book provision on issues such as the delimitation between the public and private sectors, funding, and distribution.
The GBA partners should support training all actors in the Jordanian book supply chain to create leveled and decodable readers.
With the support of GBA partners, the MoE should strongly consider incorporating ERMs in the revised Arabic Language Framework as an integral part of teaching and learning in this subject.
The NCCD should establish a Minimum Profile of teaching and learning materials (TLMs) that includes both textbooks and ERMs.
The MoE, education sector donors, NGOs, and foundations active in the book sector should establish a TLMs and ERMs Dedicated Budget Account to plan, coordinate, pool, and fund all the book-related initiatives at work in the Kingdom.
School libraries should be created or upgraded and librarians trained and given a specific status. The GoJ should build on the existing network of school libraries (fed by sufficient and regular funding) and create regular events for children’s books to target the younger audience.
To address the various recommendations found in this SCA, we recommend that the GBA partners should create training materials and train teachers and others on all aspects of the book chain.